CHAPTER 1 INTRODUCTION 1.1.

CHAPTER 1 INTRODUCTION

1.1. The Background of the Study

Language is used as a tool of communication. It is a tool of communication to express thoughts, ideas, feelings, attitudes, and experiences to our fellow people. It means that language is used to communicate to each other. It is also considered as a very important aspect in communicating. People must learn not only their mother tongue which only roles in the area where they lives, but also an international language, that is, English. In Indonesia, English is regarded as a foreign language, which has still to be learnt as a subject in the school from kindergarten until university level. That’s why many people in Indonesia still cann’t speak in English because they do not use English in daily life, whereas English is very important language that has to be known because English is an international language where people from one country use English to communicate to other people with other countries.

Learning English as a foreign language is a complex matter because it is related with its own writing and speaking system. Therefore, when learners are learning English they will meet the new segment of writing and speaking system which both of those have peculiarly difference with the native system. Of course, it will raise errors when they find difficulties to learn the new sounds system, the new vocabulary items, and the difference of arranging a sentence. Concerning the statement above, the writer doestn’t agree if the error is judged to learners only, and it needs analysis. Errors and mistake are part of learning process which are not to be separated from learning. Those are the result of process based on individual condition and need a method or

strategy that is appropriate with its condition. According to Corder, cited from Brown (2000:

217), errors by the foreign learners are a very significant thing because it can be a source of information about the way how language is learnt and a procedure or strategy which is used by learners to learn the language. Error in pronunciation sometimes called 'lapses' (slip of the mother tongue) or 'mistake'. However, on this case, the discussion will focus on the problems concerned with pronunciation.

Learning and errors are unity packaging that takes place naturally in learning process of foreign language. It is influenced by learners who has different language background depends on where they were born. Every background can influence their first language which since they were child they have been speaking as their mother tongue. Usually, their old habit of speaking has been deeply rooted in them until they are adult. Moreover, that it has set their speech organ to produce the speech sound of native language. The learners, afterwards, take less care of their background speech organ which it is commonly become the main reason of errors in pronunciation.

Errors in learners’ pronunciation also can be identified from the phonemes they produced.

When the learners produce the phonemes inappropriately, they will automatically make mispronunciation. Their errors of producing phonemes can be classified into some parts.

According to Carl (1998: 139), there are three types of errors of the phonemes sequencing, namely segmental, combinatorial and suprasegmental.

The learner common errors that take place are a slightly mispronounced of phonemes or sequence of phonemes. For example, the word ‘man’ is pronounced with a first segment (phoneme) /m/, second segment /æ/ and third segment /n/. It is not always easy to decide on the number of segments. When the learners substituted the second segment to the other segment, it

will make different meaning. In other case, if we substitute phoneme /æ/ for /e/ in the word ‘bed’

we get a different word ‘bad’. A common learner tends to say ‘bouk’ for ‘bought’, ‘straik’ for

‘straight’, ‘brouk’for ‘brought’, etc. Learner often mispronounce the simple words, such as the learner might pronounce ‘bit’for ‘bite’, ‘sur’ for ‘sure’, ‘no’ for ‘now’. Despite of both English and Indonesia use the same alphabet, but there are phonemes which represent two different sounds in the two language. Moreover, when the learner said ‘no’for ‘now’, those sounds become ambigous to be heard.

In this research, the writer will analyze the English oral of several students in English Department of University HKBP Nommensen Medan, especially fourth semester students.

Concerning to the topic, most of the fourth semester students still pronounce English words inappropriately, even, make an error. There are some phonemes that were pronounced not clear, sometimes adding, omitting, or replacing. This phenomenon needs an analysis to reveal the factors which may be influencing them. The most important meaning of this result of analysis is through the errors analysis the writer will inform the classification of errors and the features of errors.

Regarding to the discussion above the writer proposes a research which is entitled; "An Error Analysis Of The Use Of Phonemes Sequencing Made by The Fourth Semester Students Of The English Department Of Teacher’s Training Faculty Of HKBP Nommensen University Medan.”

1.2. The Problems of the Study

In accordance with the reason presented above, the problems of the study are formulated as the following:

1. What are the the types of errors of the phonemes sequencing made by the fourth semester students of HKBP Nommensen Medan ?

2. What is the most dominant type of errors of the phonemes sequencing made by the fourth semester students of HKBP Nommensen Medan?

1.3. The Objectives of the study

The objectives of the study are stated briefly as follows:

1. To analyze the types of errors of phonemes sequencing made by the fourth semester students of HKBP Nommensen Medan.

2. To find out the most dominant type of errors of the phonemes sequencing made by the fourth semesterstudents of HKBP Nommensen Medan.

1.4. The Scope of the Study

In this research, the writer limited the discussion only in the analysis of phonemes sequencing errors which are found among the students in the fourth semester of HKBP Nommensen University in pronouncing list of vocabuaries; it is list of verbs which consists of 30 items. In this thesis, the focus of analysis concerns with the types of phonemes sequencing errors and the most dominant type of phonemes errors made by the students. The writer chose the students as the object of the study because this research has not been conducted forthese students before.In addition, learning material about phonologyhas been studied by students offourth semester so it is considered more appropriate to be analyzed through this research.

1.5. The Significances of the Study The result of study will be useful:

1. For the students

This research is expected to help the students to be aware of the errors that they make. It is also expected that they will find the correct construction in pronunciation and they use the language correctly especially in speaking. So they don’t make the same errors in the future.

2. For the reader

The result of this study is able to become reference to study pronunciation errors and it can be used as additional knowledge in linguistics.

3. For other researcher

The result of this research can be used as one of the references and information for further research related with the field.

CHAPTER II

REVIEW OF LITERATURE

2.1 Theoretical Framework

In conducting a research, theories are needed to explain some concepts or terms applied in the research concerned. Some terms are used in the study and they need to be the theoritical explained. In following parts, theoritical elaboration on the terms used will be presented.

2.2 English Consonants

According toLaurel and Donna ( 2010:23 ), a consonant is defined as a speech sound which is articulated with some kind of stricture, or closure, of the air stream.

Consonants are classified according to four features:

1. the state of the glottis: in vibration (voiced) or open (voiceless);

2. the state of the velum: lowered (nasal) or raised (oral);

3. the place of articulation: the location where the stricture or place of maximum interferenceoccurs and what articulators are involved;

4. the manner of articulation: the amount of stricture, whether it is complete, partial ( close approximation ), or relatively ( open approximation).

The term “approximation” refers to the two articulators approaching (or approximating)one another.

In describing the place of articulation for consonants, it is traditional to list the activeand then the passive articulator. Consonants involve a rather large number of discreteplaces of articulation:

1. bilabial: the lips are brought together (the lower lip is active); the tongue is not involvedbut remains in the “rest position” (its position when you say ah for the doctor) – e.g.the sound of

“b” in English;

2. labiodental: the lower lip is brought up against the upper front teeth; again the tongueis in rest position – e.g. the sound of “f ” in English;

3. dental: the tip of the tongue ( apex) protrudes between the teeth or touches the back of the upper teeth – e.g. the sound of “t” in Spanish or “th” in English;

4. alveolar: the tip of the tongue makes contact with or is in close approximation to thealveolar ridge – e.g. the sound of “d” in English;

5. alveolopalatal: the front, or blade, of the tongue is raised to an area between thealveolar ridge and the palate – e.g. the sound of “sh” in English;

6. palatal: the front of the tongue is brought up against the palate – e.g. the sound of “y”in English;

7. velar: the back, or dorsum, of the tongue is brought into contact with the velum e.g. The sound of “g” in English;

8. uvular: the back of the tongue touches the uvula;

9. pharyngeal: the root of the tongue (specifically, the epiglottis) is moved backwardsagainst the wall of the pharynx;

10. glottal: the vocal cords, functioning as articulators, make a brief closure.

While the uvular and pharyngeal places are not used for the articulation of Englishconsonants, they are used in other languages: e.g. the uvular for German “r” and a Frenchfricative and the pharyngeal for a fricative in Arabic.

Each of the various places of articulation just examined may combine with a numberof different manners of articulation to produce consonant sounds:

1. stop: (“oral stop”) involving complete closure of two articulators with the velum raised(velic closure) – e.g. the sound of “p” in English;

2. nasal: (“nasal stop”) involving complete closure of two articulators with the velumlowered (“velic opening”) – e.g. the sound of “n” in English; for every stop position inEnglish, there is a nasal articulated in the same position (homorganic);

3. fricative: (or “spirant”) involving close approximation of two articulators; the airstream is partially obstructed so that a turbulent airflow is produced, resulting in ahissing or rubbing sound – e.g. the sound of “s” in English;

4. affricate: consisting of a stop released into a homorganic fricative – e.g. the sound of“ch” in English; this sound is analyzed either as a complex or a simple sound;

5. trill: (“roll”) involving complete closure alternating intermittently with openapproximation, that is, a rapid vibration of the active articulator against the passivearticulator (this sound in not common in English except for the Scottish “r” madewith an apical trill);

6. flap: (or “tap”) involving momentary complete closure in which the active articulatorstrikes the passive articulator only once; it is one strike of a trill and similar to a stopexcept that the tongue is more tense and controlled than in a stop;

7. approximant: one articulator approaches another but generally not to the extent thataturbulent air stream is produced.

2.2.2. The Consonant of English

Place of Articulation

Manner of Articulation

Bilabial Labio Dental

Dental Alveo lar

Alveolar Palatal

Palata l

Velar Glottal

Stop Voiceless p t k ?

Voiced b d g

Nasal m n n

Flap r

Fricative Voiceless f θ s ∫ h

Voiced v đ z ʒ

Africative Voiceless t∫

Voiced dʒ

Approximant Lateral l

Retrolex r

Glide J h

Semi- vowel

2.3 English Vowels

According to Laurel and Donna (2010:35), vowels are sounds articulated with no obstruction of the air stream, that is, with open articulation.

The place of articulation of vowels is understood rather differently than it is forconsonants.

Instead of determining which articulators are used and where strictureoccurs, we determine where the highest point of the tongue is during the production ofthe vowel sound. In articulating vowels, the tongue is primary, though other articulatorsmay change the size and shape of the resonating chamber: the larynx can move up anddown slightly, the velum can be raised or lowered (giving one or two resonating chambers),the lower jaw is also raised or lowered in conjunction with the tongue position (movingthrough the close, half-close, half-open, and open

positions as the tongue is lowered).The lips, also in conjunction with the tongue position, can be open and closed, as well asrounded (pursed) or unrounded (spread). The rounding of the lips has the double effect ofchanging the shape of the opening and lengthening the resonating chamber.In classifying vowels, however, it is generally sufficient to talk about the position oftongue. The tongue is convex, with the front and back humped and the tip hanging down.The high point is measured on two axes: a horizontal, or front-back axis, and a vertical, orhigh-low axis. The front-back axis isdivided into three positions, front, central, and back, which range from the center of thepalate to the back of the velum. The high-low axis is divided into from four to six positions,either the four positions of the jaw noted above or two positions in each of three sections,high, mid, and low. There are thus 36 possible vowelpositions, including the choice between rounded and unrounded vowels in each position.

There are two kinds of vowels namely:

1. A monophthong is a single or simple vowel sound constituting the nucleus of a syllable.The position of the tongue is more or less static, and there is a relatively constantacoustic property, or pitch, to the sound.

IPA (O'Connor) Examples

i: see /si:/unique/juːˈniːk /feel /fi:l/

ɪ wit/wɪt/, mystic/mɪstɪk/, little /lɪtl/

e set/sɛt/ meant/mɛnt/, bet/bɛt/

æ pat/pæt/ cash/kæʃ/ bad/ bæd/

ɑ: half/hɑːf/ part/pɑːt/, father/fɑːðə/

ɒ not/nɒt/ what/wɒt/ cost/kɒst /

ɔ: port/pɔːt/ caught/kɔːt/ all/ ɔːl/

ʊ wood/wʊd/ could/kʊd/ put/pʊt/

u: you/juː/ music/mjuːzɪk/ rude/ruːd/

ʌ bus/bʌs/ come/kʌm/ but /bʌt/

ɜ: beard/bɪəd/ word/wɜːd/ fur/fɜ/

ə alone/əˈləʊn/ butter/bʌtə /

2. A diphthong is a glide from one vowel to another, and whole glide acts like on of the come, simple vowel; so we have bi:, ba:, bɔ:, and also beɪ, bəu, bai, bau, bɔi, biə, beə, buɔ. The diphthong of english are in three groups, those which end in /u/, /əu/, /au/, those which end in /i/, /ei/, /ai/, /oi/ and which end in /ə/, /iə/, /eə/, /uə/.

2.4 International Phonetics Alphabet (IPA)

Alphabets are the sign which represent the signal sound of a language. However, the writer does not define phonemes as alphabets. When people are speaking they will produce sequence of sounds or sequence of phonemes. The speaker of a language is easily indentifying the sequence of sounds into words by the phonemes. In the language study it needs a consistent way of representing the sounds of language in written form. On the discussion the writer uses The International Phonetics Alphabet (IPA) as the foundation of analysis. The International Phonetics Alphabet (IPA) is the association has been concerned since 1886 to develop a set of symbol which would be convenient to use, but comprehensive enough to cope with the wide variety of sounds found in the languages of the world.

2.5 Standard Pronunciation

According to Daniel Jones (1941:1) states, “No two persons pronounce exactly alike. The differences may arise from a variety of causes, such as locality, early influences, social surroundings, individual peculiarities, and the like. For the purposes of the present it is necessary to set up a standard, and the standard selected is the pronunciation which appears to be most usually employed. The form of standard pronunciation will be denoted by the abbreviation StP.

StP is intended to be represented, unless the contrary is stated.” Based on standard Pronunciation, classification of sounds is divided into two main parts. They are consonants and vowels.

2.5.1 Consonants

Consonant is defined as a speech sound which is articulated with some kind of striture or closure of the air stream. Consonants are classified into some categories.

/p/. Breathed bilabial plosive. Example pipe, paip. When p is followed by a vowel in a stressed syllable (as in apart, apait), a slight puff of breath, i.e. a slight h is heard after the explosion of the p and before the beginning of the vowel. In StP this h sound is so slight that it is not necessary to indicate it specially in a practical phonetic transcription. With some speakers, however, this h sound is very marked, sufficiently so to require a separate symbol in the phonetic transcription, thus əpha:t.

/b/. Voiced bilabial plosive. Example babe, beib.

/t/. Breathed dental plosive. Articulated in StP by the tip of the tongue against the upper gums. Example tough, tᴧtʃ. A slight h sound is inserted in StP between t and a following vowel in stressed syllables, as in target, ta:git, but this is not sufficient to require marking in an ordinary phonetic transcription. The exaggerated pronunciation ta:git is not recommended. In some N

dialects when t is followed by r as in true, tru:, it is articulated against the upper teeth instead of the upper gums. This produces a very peculiar effect, which sounds rather as if a θ were inserted (tθru:). In many dialects t between two vowels is replaced in certain cases by a kind of semi- rolled r , Saturday, sætədi, becoming særədi. In L get out of the way is often pronounced giræərəđəwai. In Sc and L, t is often replaced by the glottal plosive Ɂ. Saturday in Glasgow dialect is pronounced sapədi, water, wɔɁr (StP wɔ:tə). In L the expression haven't got one (StP ai hævnt gɔt wʌn) becomes ɑaiηgɁwan. In StP the sound t is very often dropped when it occurs in the middle of a group of consonants, especially when preceded by s. This is regular in words like listen, castle, mustn't (lisn, ka:sl, mʌsnt). There are, however, many cases in which it is dropped in conversational pronunciation though it might be retained in very careful speaking.

Examples: next Christmas, nekskrisməs ; postman, pousmən; most people, mouspi:pl . Note the word often, eight different pronunciations of which may be heard from educated people, viz.

ɔftən, ɔftn, ɔfən, ɔfn, ɔ:ftən, ɔftn, ɔ:fən, ɔ:fn. ɔ:ftən is the pronunciation generally recommended by teachers, but many people consider this affected, ɔ:fn and ɔ:ftən are on the whole the pronunciations most frequently heard from educated people. Some speakers often drop t before d. Pronunciations like sidɑun, wɔdju:wɔnt for sitdɑun (sit down), (h) wɔtdju:wɔnt (what do you want?) may not infrequently be heard from educated people, but they are not pronunciations to be recommended for teaching purposes. t is often inserted in fifth, fif(t)θ; sixth, siks(t)θ and always in eighth, eitθ.

/d/. Voiced dental plosive. Articulated in StP by the tip of the tongue against the upper gums.

Example deed, di:d. In some N dialects it is articulated against the upper teeth when followed by r, as in drop, drɔp. This gives rather the effect of an inserted đ (đrɔp). The sound d is frequently dropped in conversational pronunciation when it occurs in the middle of a group of consonants,

especially when preceded or followed by a nasal. Kindness, grandmother, are very commonly, if not usually, pronounced kainnis, grænmᴧđə. (These arereally cases of Assimilation. A very common c ise is the word and when unstressed. Bread and butter is generally pronounced brednbᴧtə (not bredæendbᴧtə ), and two-and-six is usually tu:ənsiks in conversational pronunciation.

/k/. Breathed velar plosive. Example cake, keik. A slight h sound is inserted in StP between k and a following vowel in stressed syllables (as in cupboard, kᴧbəd), but this is not sufficient to require marking in an ordinary phonetic transcription. The exaggerated pronunciation khᴧbəd is not recommended. Note the common mispronunciation a:st for a:skt (asked). It is no doubt due to this that the word ask itself is so frequently pronounced a:st in L (a:la:stim for aila:sk(h)im, I’ll ask him). As regard nᴧθiηk for nᴧθiη.

/g/. Voiced velar plosive. Example go, gou Note the common mispronunciation of recognise (StP rekəgnaiz) as rekənaiz. As regards g after η when not required in StP. The old-fashioned use of the breathed and voiced palatal plosives (phonetic symbols c, j), instead of k, g before a and ai (and ə: in the single word girl), is rapidly dying out but is still heard occasionally in the words kind, sky, girl (caind, scai, jə:l; StP kaind, skai, gə:l). These palatal sounds are frequently heard in I, e.g. count, cæunt (StP kaunt or kaunt), catch, cɛt/ʃ (StP kætʃ). In StP the sound is sometimes heard at the beginning of a syllable which normally begins with a vowel, when that vowel is very strongly stressed, e.g. It wəs đi Ɂounli wei tə du: it and even (weɁevər ai gou đɛə, hi:z aut. Some use it also to avoid a sequence of two vowels in such expressions as the India Office, indjə Ɂɔfis.

This is no doubt due to a reaction against the pronunciation indjərɔfis which is frequently heard even from educated people. Some speakers have a tendency to insert the sound at the beginning of all words which normally begin with a vowel, whether strongly stressed or not: examples,

Westminster Abbey, wes(t)minstə pæbi, the ends of the earth, đi pendz əv đi pə:θ (StP wes(t)minstəræbi, điendzəvđiə:θ); ; this pronunciation is, however, not to be recommended. The sound Ɂ should in fact be avoided as much as possible. It is not a pleasant sound in itself, and is never necessary for the sense. The second syllable of (h)wenevə can be made quite prominent enough without inserting Ɂ. India Office may very well be pronounced indjəɔfis.

/m/. Voiced bilabial nasal. Example move, mu:v. The corresponding breathed sound (phonetic symbol m) only occurs in interjections such as mm, mmm (generally written hm, ahem), and occasionally in rapid conversational pronunciation, e.g. ai doumn maind, for StP ai dount maind. In words like prism, chasm, prizm, kæzm, the m is syllabic. Many speakers insert a vowel of some kind, usually ə, between the z and m in such words (prizəm, etc.); this pronunciation is not recommended. These words are frequently regarded in poetry as constituting only one syllable. In such cases the m should be -pronounced as lightly as possible. m sometimes occurs in careless speech instead of syllabic n, when preceded by p or b, e.g. open, StP oup(ə)n becoming oupm, cup and saucer, StP kᴧp ən(d) sɔ:sə becoming kᴧpmsɔ:sə. Such forms should be avoided. Note the following forms heard in L, sebm, ilebm, ebm, aipmi, grɛmfᴧ:və, for StP sevn, ilevn, hevn, heipəni, græn(d)fa:đə.

/n/. Voiced dental nasal. Articulated by the tip of the tongue against the upper gums.

Example now, nɑu. n is frequently syllabic, especially in syllables beginning with other dental consonants, thus, mutton, ridden, person, are usually pronounced mᴧtn, ridn, pə:sn (not mᴧtən, etc.). In such cases the n must be pronounced as lightly as possible. In uneducated speech n is sometimes omitted from the beginning of words which ought to begin with it. The commonest case is the pronunciation of nought, nɔ:t (zero) as ɔ:t. This is due to the fact that the word is usually preceded by the indefinite article a, an (ə, ən), and the group ə nɔ:t is almost

indistinguishable from ən ɔ:t. Conversely in some dialects an initial n is sometimes inserted where not required, e.g. nᴧηkl for ᴧηkl (due to main ᴧηkl).

/η/. Voiced velar nasal. Examples song, soη, ink, iηk. Many speakers use syllabic η instead of (ə) n when preceded by k or g, e.g. bacon, beikη, better beik(ə) n. The mispronunciation of "

dropping one's g’s is simply a substitution of n for η, e.g. k˄min for k˄miη (coming). In L k is often inserted after η in nothing, anything, the words being pronounced nafiηk, enifiηk (StP nᴧθiη, eniθiη). In some dialects, especially in N.Mid., g is added after η where it is not inserted in StP, e.g. Iɔηg for Iɔη (long), siηgiηg for siηiη (singing). Note the uneducated pronunciation kitʃiη for kitʃin (kitchen).

/l/. Voiced dental lateral. Example laugh, la:f The l sound produced with a given vowel position of the main part of the tongue, always has a noticeable resemblance to the vowel in question. Thus the 1 sound heard in StP people very much resembles the vowel u, the reason being that though the sound is primarily articulated by the tip of the tongue against the upper gums, yet the back of the tongue is simultaneously raised in the direction of the soft palate into the u position. In StP when the 1 sound is final or followed by a consonant, it usually has the value 1ͧ; when followed by a vowel it has the value 1ᵘ which tends towards I¹ when the following vowel is i: or i (compare feel, fi:lᵘ, with feeling fi:l¹iη, and the two ls in little, l¹itlᵘ). Some speakers use 1ᵒ in all cases, and this pronunciation is usually recommended by elocutionists.

Pronunciations like pi:plᵒ are however very often found difficult to acquire by those who are accustomed to pronounce piiplᵒ. In L the 1 sound when final or followed by a consonant, has the value 1ᵓ, e.g. field, filᵓd (StP fi:lᵘd or fi:lᵒd). It is sometimes even replaced by a vowel resembling ɔ, e.g. raiɔwai for reilwei (railway). In the N and in Ireland the 1 sound when final or followed by a consonant is often pronounced 1¹ (pi:pl¹, bells, bel¹z). Pronunciations such as filᵓd may be

corrected by putting the tip of the tongue against the upper gums in the lateral position, and trying to pronounce simultaneously different vowels (a, e, ɔ, u:, i:) one after the other ; with a little practice students will be able to produce readily the various varieties of 1 (l ͣ, 1ᵒ, 1ᵓ), and will therefore be able in particular to pronounce the 1ᵘ, 1ᵒ of StP. 1 is sometimes dropped in careless speech, e.g. wɛəʃ(ə) wigou for (h) wɛəʃəlwi:gou (where shall we go ?), ɔ:rait for ɔilrait (all right). Breathed 1 sounds do not exist regularly in English.

/r/. Voiced dental rolled. Formed by a rapid succession of taps made by the tip of the tongue against the upper gums. Examples right, write, rɑit. In StP a semi-rolled r, i.e. one which is formed like the fully-rolled sound, but consists of one single tap of the tongue is commonly used between two vowels, as in period, piəriəd, arrive, əraiv. It is also frequently used after θ, đ , as in three, θri: . In other cases, and notably when preceded by a dental consonant, the r sound is a voiced dental fricative consonant, which may be represented when necessary by ɹ . Examples : try, tȷai, draw, dȷɔ:, Henry, henȷi, shrink, ʃȷriηk (usually written trai, etc. for convenience). When final or followed by a consonant, the letter r is not pronounced as a consonant at all in StP, e.g.

farm, fa:m; purse, pə:s; nor, nɔ: (gnaw) ; poor, puə; pair, pɛə; fire, faiə. In Sc a consonantal r sound (i.e. r fully or semi-rolled, or ȷ) is used in this position, thus farm, pᴧrs, pu:r. The modification of vowels is found not only in N but also in W (where it is very marked) and many other parts, including L. Examples: heard, hə:d, there, đɛə, or đɛ:, farm., fa:m, for StP hə:d, đɛ:, fa:m for StP hə:d, đɛə, fa:m. This inversion can be corrected by keeping the tip of the tongue 1 irmly pressed against the lower teeth during the pronunciation of the, vowel, holding it down mechanically if necessary, say with the end of a pencil. Many speakers, including educated speakers, insert a consonantal r sound in such phrases as the idea of it, the India Office, where there is no r in the spelling, so as to avoid the succession of vowels əə, əɔ, etc., thus : đi aidiər əv

it, indjər ɔfis, hi: put iz ˄mbrelər ᴧp, ə soudər ən milk ənd ə vənilər ais, instead of aidia əv, etc.

This is considered incorrect by most teachers. In L it is done not only after ə as in the above examples but also after stressed vowels, e.g. đə lɔ:r əv iηglənd land (law of), sɔ:rin (sawing), and also where in StP there is an unstressed ou, e.g. swɔlərin (swallowing, StP swɔlouiη). Note the incorrect insertion of ə before the r sound in Henry, umbrella, L enəri, ˄mbərelə, StP henri,

˄mbrelə. When there are two consecutive weak syllables beginning with the r sound in StP, one of the rs is dropped in L, e.g. lᴧʍib(ə)ri, febjuəri or febjueri for StP laibrəri, (library), februari (February). Servants who go out by the week generally call themselves tempəriz (temporaries, StP tempərəriz). A common fault is the substitution of a semivocalic v for r (for the meaning of

"semi-vocalic). This peculiarity is usually represented in print by w (vewy for very, etc.). The sound is, however, not w but a very weak kind of v, which may be represented by vʷ (vevʷi for StP veri).

/w/. Voiced bilabial fricative. The back of the tongue is simultaneously raised in the direction of the soft palate. The consonant is therefore very like the vowel u . Some phoneticians prefer to regard it as a consonantal u, and represent it ǔ fi. Example want, wɔnt. The corresponding breathed consonant (phonetic symbol ᴧ) is used by many speakers in words spelt with wh (what, ʍɔt). This is regular in Sc and N.Eng., but w is the more usual in S. Eng. (wɔt). Some use hw instead of this ʍ. The pronunciation ʍ or hw is generally recommended by teachers as correct in words beginning with wh. These words may be conveniently transcribed with (h) ʍ, this being taken to mean that either w, ʍ or hw may be used. For other cases in which ʍ is occasionally heard. Note that w is often omitted in the words will, would, e.g. that will do, đætdu: .

/f/. Breathed labio-dental fricative. Example foot, fut. Note the faulty pronunciations of dipthtong, naphtha, etc. as dipθɔη, næpθə, etc. (StP difθɔη, næfθə, etc.). Note also the dialectal pronunciation of nephew (StP nevju:) as nefju:

/v/. Voiced labio-dental fricative. Examples vain, vein, vein. In L and other dialects, v has become b in words ending in v(ə)n in StP, e.g. sebm, ilebm, ebm, for StP sevn, ilevn, hevn. In L the v of unstressed of and have (əv) is regularly dropped before consonants (e.g. eio:təə-danit, StP hi:ɔ:ttuəvdᴧnit, he ought to have done it). This may sometimes be heard even from educated speakers, e.g. ən autəđəwei pleis, instead of autəvđəwei.

/θ/. A breathed dental fricative. Articulated by the tip of the tongue against the upper teeth, the main part of the tongue being more or less flat. Example thin, θin. In careless speaking θ is sometimes weakened to a kind of h between two vowels, e.g. nohæηkju: for nouθæηkju: . There is also a tendency to drop θ or change it into t in combinations such as nθs, sθs, e.g. sikss for siks(t) θs (sixths), mᴧns or mᴧnts for mᴧnθs (months). Such contractions should be avoided In L the sound θ is frequently replaced by f, e.g. frei, nafiηk for θri:, Hᴧθiη).

/đ/. voiced dental fricative. It is the voiced form of θ. Example then, đen. In L this sound is frequently replaced by v, e.g. fᴧ:və for fa:đə. Note the old-fashioned pronunciation of klouđz as klouz, which is now considered a vulgarism.

/s/. A breathed dental fricative. Articulated by the tip of the tongue against the upper gums, the front part of the tongue being slightly raised towards the hard palate . Example cease, si:s. As regards sj becoming ʃ.

/z/. A voiced dental fricative. It is the voiced form of s . Examples zeal, zi:l, has, hæz. As regards zj becoming ʒ .

/ʃ/. A breathed dental fricative. Articulated by the tip of the tongue against the upper gums, the front of the tongue being considerably raised towards the hard palate. Many speakers add some lip-rounding to this consonant. Examples shoe, ʃu: , church, tʃə:tʃ. As regards tj becoming tʃ.

/ʒ/. A voiced dental fricative. It is the voiced form of ʃ. Many speakers use lip-rounding.

Examples measure, meʒa, judge, dʒᴧdʒ. As regards dj becoming dʒ.

/ɹ/. Voiced dental fricative. Articulated by the tip of the tongue against the upper gums, the front part of the tongue being rather hollowed. It is the r sound regularly used in StP when the preceding sound is a dental consonant, e.g. draw, dɹo: , Henry, henɹi (usually written drɔ: , henri to avoid unnecessary complication). It is also very commonly used initially, and when preceded by consonants other than dentals. When intervocalic the r sound is usually semirolled. There are, however, many who use ȷ in all cases. ɹn some dialects ɹ is replaced by the inverted. consonant ɹ, i.e. a fricative r sound pronounced with the tip of the tongue turned back towards the hard palate.

As regards partial devocalisation of ɹ.

/j/. Voiced palatal fricative. Example young, jᴧη The tongue-position is very similar to that which produces the vowel i, but the tongue is slightly higher. Some phoneticians prefer to regard the sound as a consonantal i, and represent it by ῐ . The corresponding breathed sound (phoneticsymbol ς) is occasionally heard instead of initial hj, e.g. ςu:dʒ for hju:dʒ (huge). Note the lectal pronunciation of ear (StP iə) as jiə or Jə. J is often omitted in beyond, bi(j)ɔnd. In L and other dialects, StP sj, zj often become ʃ, ʒ, e.g. iʃu: , điʃiə, iʒəbɔksredei, for isju: (issue), đisjiə (this year), izjɔ:ɔksredi (Is your box ready?). This change is due to assimilation. Former sj, zJ have become ʃ, ʒ in StP in many cases, e.g. nation, neiʃ(ə)n (Shakespearian pronunciation næ:sjon or næ:ision), but in the best pronunciation this assimilation has not been made, except

where the following sound is ə or a syllabic consonant, as in neiʃ(ə)n, ocean, ouʃ(ə)n, special, speʃ(ə)l. Exceptional cases : sure, ʃua, sugar, ʃugə, usual, ju:ʒual (sometimes contracted in rapid familiar speech to Ju:ʒul, ju:ʒ(ə)l). In casual the pronunciations kæzjuəl, kæʒuəl, kæʒjuəl may all be heard from educated people. In L and other dialects, StP tj, dj often become tʃ, dʒ, by assimilation, e.g. tʃïü (for ïü see for tju:b, indʒïüs for indju:s. Former tj, j have become tʃ, dʒin StP in many cases, e.g. nature, neitʃə, grandeur, grændʒə (Shakespearian næ:tjur, grandjur). In the best pronunciation tʃ, dʒ are not used in such words unless the following sound is a or a syllabic consonant. In very careful speaking a compromise is often made between tj, dj and tʃ, dʒ, in words of this kind. This compromise may be represented when necessary by tʃ, dʒ. In recitation nature would be pronounced neitʃuə rather than neitʃə, grandeur, grændʒuə or even grændjuə rather than grændʒə.

/h/. Breathed glottal fricative. Examples hard, ha:d, who, hu: , hit, hit. This is the fricative sound heardas the air passes through the open glottis, the other organs being in position, for the following vowels. In StP h is frequently dropped in unimportant words such as him, her, have, when unstressed, e.g. i should have thought so, ai ʃəd əv θɔ:t sou, but in deliberate speaking (recitation, etc.) it should be inserted^.

2.5.2 Vowels

A Vowel (in normal speech^) is defined as a voiced sound in which the air has a free passage through the mouth, and does not produce any audible friction. Vowels are classified into some categories

/i:/ . Close front tense unrounded. Example meet, mi:t. Many speakers slightly diphthongise the sound, especially when final (for the meaning of the term diphthong. This diphthong may be

represented by i;j or ij, e.g. sea, si: or si:j (sj). Pure i: is, however, preferable. In L the vowel is regularly diphthongised, and the diphthongisation is much more marked than in St P. One form is a diphthong beginning with a very lax I, and finishing with a tenser i or j. Another form is el, e.g. əkaətei for StP əkᴧpəvti:. When followed by 1 the vowel is reduced to simple i or e, e.g.

field, filᵓd or felᵓd, for StP fi:lᵘd or fi:lᵒd. Some use i: as the first element of the diphthong in hear, thus hi:ə. i is however preferable (hiə).

/i/. Close front lax unrounded. Example, fit. In StP the sound tends towards e when unstressed, e.g. the second vowel in very, veri, is not very different from the first. The two vowels in pity, piti, are noticeably different. When great accuracy is required this lowered i may be represented by i (ven). This sound I is also heard in words like basket, ba:skit, language, læηgwidʒ (usually written for convenience ba:skit, læηgwidʒ). In L i sometimes tends to become e even when stressed, and when final it is diphthongised, e.g. sing, StP siη), in L frequently seη;

twenty, L twentei, StP twenti. In some dialects, e.g. Australian English, i is replaced by the corresponding tense vowel when final (as in very, veri). Note the artificial pronunciation of England as eηglənd (StP iηglənd). i also occurs in StP as the first element of the diphthong iə (for the definition of the term diphthong. Examples : here, hear, hiə. This diphthong is often pronounced i:ə (in N and W etc., i:ə, i:ɹ, but iə is preferable. In affected pronunciation the diphthong often becomes iᴧ or ia (for ᴧ, a), oh dear being pronounced öüdia, StP being oudiə.

Note the frequent omission of i in year, jiə or jəi. i also occurs in the diphthongs ei, ai, ɔi.

/e/. Half-close front lax unrounded. Examples: pen, pen, head, hed. In L this vowel is often replaced by i, e.g. git, indʒin for get (get), endʒin (engine). In many dialects it is replaced by the opener ɛ , thus, pɛn, bɛd. In L this vowel is often replaced by i, e.g. git, ind5in for get (get), end5in (engine). In many dialects it is replaced by the opener e thus, pen, bed. Besides occurring

independently, the sound e occurs in StP as the first element of the diphthong ei, e.g. day, dei.

With many speakers, especially in N.Eng. this diphthong is tense, i.e. the two elements are the tense vowels corresponding to the lax e, i. In Sc the diphthong is not generally used, a pure tense vowel (phonetic symbol e:) being substituted (de:). In L the first element of the diphthong ei is much opener than in StP, becoming ɛ, æ, a, or even ɑ , thus dɑi, daBi, dai, dai. In L e sometimes occurs instead of ᴧ. Note the faulty pronunciation of aerate (StP eiəreit or eəreit) as ɛəreit or iəreit. The words again, always are often pronounced agen, ɔ:lwiz, ɔ:lwəz, but the forms əgein, ɔ:lweiz are preferable.

/ɛ/. Half-open front unrounded. This sound only occurs in StP in the diphthong ɛə. Examples there, their, đɛə. In the pronunciation of many S.Eng. speakers, the first element of this diphthong is more open than ɛ, being in fact practically æ (đæə). The form ɛə is preferable. In L the first element of this diphthong is the half-close tense vowel e: (đe:ə). In many dialects, especially N and W, the diphthong becomes ɛə, ɛ:, ei, etc.

/æ/. A vowel intermediate between half-open front unrounded, and open front unrounded Example man, mæn. In N the sound tends towards the fully open vowel a (man). In L the sound generally tends towards ɛ or e, e.g. kɛb or keb for kæb (cab).

/a/. Open front unrounded. This vowel only occurs in StP as the first element of the diphthong ai. Example fly, flai. In L the first element of this diphthong is retracted to a, a or even ɔ (flat, flᴧi, flɔi). The pronunciation æi is sometimes heard, especially in N.Eng. In the best pronunciation of ai, the a should err onthe side of æ rather than on the side of a. Note the pronunciation a:l for l’ll, as in l’ll ask him, ɑ:la:skim, not unfrequently heard from educated people in rapid familiar conversation.

/ai/ sometimes forms a triphthong with a following ə, e.g. fire, faiə. In pronouncing this triphthong, the tongue does not usually reach the full i position ; aeə or aɛə would be a nearer representation of the pronunciation usually heard. Sometimes the assimilation is carried so far that the triphthong becomes simply a lengthened a (represented phonetically by a:), e.g. fire, fa:

(distinct from far, fa:). This is especially frequent in unstressed syllables, e.g. irate, a:'reit for aiə'reit, aɛə'reit. When it is desired to bring out this distinction we can write aiə and aɛə, thus higher, haiə ; buyer, baiə ; but hire, haɛə ; irony, aɛərəni. This is, however, not usually necessary.

In many dialects, especially N and W, the triphthong becomes aiə, aɛ, a:, aiɹ, etc. a is sometimes used for ᴧ, but this is not to be recommended.

/ɑ/ (written ɑ: when long). Open advanced-back unrounded. Examples father, farther, fɑ:đə.

In L this sound is retracted to the full back position. This retracted vowel has a much deeper sound than the ɑ: of StP, and may be represented if desired by ᴧ: (fᴧđə). Sometimes lip-rounding is added, the sound becoming a lengthened ɔ or even ɔ: . Some speakers use a or æ instead of StP ɑ: in many words spelt with a followed by n, f, or 8, followed in turn by a consonant letter, e.g. plant, plant, plænt; ash, ɑsk; master, mæstə, etc. for StP pla:nt, a:sk, ma:stə. This is regularly done in N. It is also heard in S.Eng. but sounds rather affected. Some elocutionists, however, recommend the use of ɑ in these cases. Many speakers slightly diphthongise ɑ: especially when final, e.g. far, fɑ:ə, StP fɑ: . Some make a distinction between words which are and are not spelt with the letter r, by diphthongising the former, e.g. afar, əfɑr, but papa, pəpɑ: .The sound ɑ also occurs as the first element of the diphthong written ɑu. Example how, hau. This first element is strictly ɑ vowel intermediate between ɑ and a. In L this diphthong is treated in two ways, becoming either ɑ: (broad Cockney), or æu, æə or even ɛu, ɛə, e.g. get out, gitɑ:t, gitæut, etc., StP getɑut ; and it is sometimes even reduced to æ or ɛ, e.g. how are you getting on? L æjəgitnɔn,

StP hɑuəju:getiηɔn. The StP diphthong is usually transcribed au, and there is no great objection to this, if it is clearly understood that the a is with most speakers not quite the same a as in ai, but a retracted variety rather like ɑ. Pure a is not unfrequently heard in this diphthong from educated people, but any variety of a that tends towards æ is not good : it is better to err on the side of ɑ than on that of a (æ), and for this reason the transcription ɑu is used in this book in preference to au.

/ɑu/ often forms a triphthong with a following ə. This triphthong ɑuə is treated similarly to thetriphthong ɑiə. Triphthong ɑuə often does not form a triphthong, but is pronounced as two separate syllables, compare tower, taua with hour, aua, which are both pronounced as one syllable in ordinary speech.

/ɔ/. Open back, with slight lip-rounding. Example hot, hɔt. In many dialects the sound is pronounced without lip-rounding. It thus becomes the sound ᴧ. In L ɔ is often replaced by ɔ: thus want, dog, StP wɔnt, dɔg often become in L wo:nt, do:g. In some dialects the sound is replaced by ɑ or even a, e.g. in America, where for instance Oxford (StP ɔksfəd) is pronounced aksfəd. A kind of o occurs as the first element of the diphthong ɔi.

/o:/ . A vowel intermediate between open back rounded and half-open back rounded.

Examples saw, sore, soar, sɔ: . Many speakers diphthongise this sound, especially when final, e.g. four, fɔ:ə, StP fɔ: . Some make a dictiction between words which are and are not spelt with the letter r, by diphthongising the former, e.g. soar, sore, sɔ:ə, but saw, sɔ:. ɔ:ə is often used in one or two words spelt with our, e.g. mourns pour, by people who do not diphthongise the sound ɔ: in other cases. In L ɔ: is often replaced by o: and when final by ɔ:wə, e.g. fo:wə for fɔ:. In many words spelt with of or os followed by a consonant letter, there is hesitation in StP between ɔ: and o, e.g. often, off, cross, lost, ɔ: (ɔ:f(tə)n, krɔ:s, etc.) is perhaps the most common, but ɔ,

(ɔf(tə)n etc.) is generally considered more elegant. Many good speakers use an intermediate vowel in these words. The same applies t salt, sɔlt or sɔ:lt, gone, gɔn or gɔ:n. Because is usually pronounced bikɔz, but many teachers recommend bikɔ:z as more correct. Some make a compromise in this word and use ɔ, as in hot, lengthened, which gives the effect of a sound intermediate between ɔ and ɔ: .

/ᴧ/. Half-open back unrounded. Example rᴧg, Fg. In some words there is hesitation in StP between ᴧ and ɔ, e.g. hovel, hᴧv(ə)l or hɔv(ə)l; dromedary, drᴧmədəri or drɔmədəri. ' In such cases ᴧ is generally preferable. Wont is now usually pronounced wount, like wont.

/o/. Half-close back lax rounded. In StP this vowel generally occurs as the first element of the diphthong ou, as in no, nou. It sometimes occurs by itself in unstressed positions, e.g. November, novembə (also pronounced nouvembə or nəvembə). Many varieties of the standard diphthong ou are found in L, e.g. ɔu, ᴧu,ɑu, əu, au ; oh no (StP ou nou) being pronounced ou nou, ɔu nɔu, etc.

/u:/ Close back tense rounded. Example food, fu:d. Many speakers slightly diphthongise the sound, especially when final. This diphthong may be represented by u:w or uw, e.g. too, tu:w (tuw). Pure u: is, however, preferable. Some use u: as the first element of the diphthong heard in poor, pua, thus pu:d. u is, however, preferable. The sound u: when represented by the letters u, eUj ew, ui is often preceded by J in StP, e.g. tune, tjui:n, suit, sjui:t. In many dialects, including L, this j is often omitted (tüwn, smüt, etc.). The rule relating to insertion of this j in StP is as follows, j is not inserted when the preceding consonant is r, ʃ, or ʒ, or when the preceding consonant is 1 preceded in turn by a consonant, e.g. rule, chew, June, blue, ru:l, tʃu:, dʒu:n, blu:, not rju:l, tʃju:, etc. When the preceding consonant is 1 not preceded in turn by a consonant, usage varies, e.g. lute, lju:t or lu:t.

/ə/. Half-open mixed lax unrounded. Examples : over, ouvə, alight, əlait. This sound varies slightly in quality according to its position. When final, the tongue is rather lower than in other cases; compare the ə sounds in the above two examples. It is not generally necessary to mark these variations in practical phonetic transcriptions. Some speakers actually replace ə when final by ᴧ, thus making the two vowels in butter (StP bᴧtə) identical (bᴧtᴧ).

2.6 Phonemes Sequencing and Phonemes Sequencing Errors Catagories

Peter Roach (1991: 36) states that phonemes sequencing is the smallest pieces of phonology, that we call segments. In addition, phoneme is significant unit of a language because of the whole of phonemes can form the word of language distinguish utterances , because to change a phoneme will form the particular difference word of a language. It has convention based on the language. The phonemes are represented by phonetics transcription that is always uses slant line to describe the word into sound. For example the English word ball. It consists of four phonemes, that is, /b/, /a/, /l/, /l/. As a significant unit the phonemes are continuously form the word ball. Furthermore, it will be distinguish if the writer omits the initial phoneme /b/ into all, or replace the final phoneme /l/ with /d/ it will form the new word into bald, and in English these have different meaning. Thus, by the International Phonetics Alphabet (IPA), the English word previously ball then transcribed by phonetics transcription into /bɔ:l/, moreover, the writer could separate it into /b/, /ɔ:/, and /l/. Comparing the separating phonemes, /ɔ:/ is a phoneme because in the word ball if that is substituted by /e/ will form the word bell. While According to Adriana Vizental (2008: 12), phonemes are the minimal phonological unit of the language of the basic speech sounds.of the three broad types: segmental, combinatorial and suprasegmental. According

to Carl (1998: 139), there are three types of errors of the phonemes sequencing, namely segmental, combinatorial and suprasegmental.

1. Segmental

In Segmental, we identify problems with segmental consonants. Note the problem with the intersental frdicatives [Ɵ] and [ð] : [Ɵ] in Arthur becomes [t], while in with it becomes [s]. [ð] in the is [d], as it is in there, them and either.

2. Combinatorial

The learners are difficult to pronounce consonant classter, especially in the word-final position, and tend to omit (Ɵ) the second of two consonants, so that [wɒns] one → *[wɒnƟ] and [neimd] named → *[neimƟ]. In fluent English speech the utterance ‘do it and see it’ would be said [duwitnsijit] while a foreign learner would tend to say[ du:it ænd si:it], perhaps even inserting glottal stops[Ɂ] to yield [du:Ɂitændsi:Ɂit], and another misses the consonant linkage with [d] in [wu(d)ounli] would only. Also contributing to fluency in English is the systematic use of reduced or weak forms, increasing with the casualness of the speech. Article is usually [də]

and not the stressed [đij], but some full forms are used where a weak form would be more fluent:

[ei] for [ə] in a young, [tu] for [tə] to, and [ænd] for [ən] and.

3. Suprasegmental

Suprasegmental, this domain of pronouncation comprises the phonomena of stress(word stress and sentence stress) rhythm and intonation, for example for sentence’ go out with * them (go< out with them) and * l don’t know ( l don’t know).

2.7 Error Analysis

Crystal in Hasyim (2000: 2), states that in language teaching and learning, error analysis is technique for identifying, classifying and systematically interpreting the mistakes made by someone learning a foreign language, using any of the principles and procedures provided by linguistics. Error analysis is a type of linguistic analysis that focuses on the errors learners make.

It consists of a comparison between the errors made in the Target Language (TL) and that TL itself. The investigation of errors can be at the same time diagnostic and prognostic. It is diagnostic because it can tell us the learner's state of the language at a given point during the learning process and prognostic because it can tell course organizers to reorient language learning materials on the basis of the learners' current problems (Corder cited by Falhasiri, 2011:

3).

Corder (1967: 70), identified a model for error analysis which included three stages:

a. Data collection

Errors identification of samples is done after the samples are accumulated.

b. Description

Classify the result of errors identification based on the sources.

c. Explanation

Explain the evaluation the errors based on comparison of standard features.

Corder added that, error analysis has two objects; one theoretical and another applied.

According to Corder (1974 :70), the theoretical object serves to “elucidate what and how a learner learns when he studies a second language.” And the applied object serves to enable the

learner “to learn more efficiently by exploiting our knowledge of his dialect for pedagogical purposes”.

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

In this study, the writer used descriptive method to analyze the students’ errors. The descriptive method was employed since it is used to describe phenomena as objectively as possible based on the data obtained. It is the most suitable type for this study. This method describes what actually happen to procedures about method which are useful in research. In this chapter, the writer explained the methodology of this research.

According to Selinger and Shohamy (1989: 117), the descriptive qualitative research is a type or category of research refers to investigation, which utilizes already exiting data or onexperimental research. Based on this view, this type of the study will be used to describe the errors made by the students in pronouncing the phonemes.

3.2 Population and Sample

The population and sample of this research are the students of the fourth semester of the English Department of Teacher’s Training Faculty, HKBP Nommensen University in the academic year 2014/2015.

3.2.1 Population

The population of this research is the fourth semester students of HKBP Nommensen Medan. There are three parralel classes and each class consists of 20-30 students.

3.2.2 Sample

The writer selected one class of the three parallel classes as a sample randomly. One of the class that was selected is group A which consisted of 20 students.

3.3 Instruments of Collecting Data

There are many ways to collect the data such as documentation, obseravation, test, interview and questionare. In this case the writer used documentation as the way to collect the data. In this research, the writer used a tape recorder as a media for recording the students’ voice in collecting the data.

3.4 Technique of Collecting the Data

To collect the data, the writer used students’ voice recording as the technique of data collection. The writer collected the data by asking the students to pronounce list of vocabularies which consist of 30 items of verbs. The list of vocabuaries were taken from a book. the writer put the list of vocabuaries in pieces of paper. In addition, the writer also provided a tape recorder to record their voice.

There are 20 students as the sample in this research. First of all, the writer gave the pieces of paper in which the writer put the list of words to all of the students. He had to determine the list of words that would be pronounced by the students before the recording process. Then, the writer asked whole students to read all of the verbs once. After that, the writer asked the students one by one to start pronoucing them. For example, the writer asked student 1 to start pronoucing the verbs and the writer directly recorded his or her voice while he/she’s pronouncing the words, and so on until student 20. The recording process was conducted in a quiet room and take approximately two minutes for each students.

3.5 The Technique of Analyzing Data

In doing analysis the writer used procedures as follows:

1. Data collection

Through this step the writer listened to the recording of the vocabularies list and transcribe them as the data.

2. Identification

After collecting the data the writer identified the appropriate and inappropriate data.

3. Classification

The writer then classified the data based on the category of errors. According to Carl (1998:

139), there are three types of errors of the phonemes sequencing, namely segmental, combinatorial and suprasegmental. In this study the writer used this category.

4. Data Analysis

After classifying, the writer analyzed the students’ errors of producing phonemes. The steps of analyzing data are; listening to the recording of vocabularies list, selecting words that are mispronounced in the recording of the vocabularies list, writing down and collecting the data from the recording, listing the data and classifying the data based on category of segmental, combinatorial and suprasegmental.